A dissertation submitted to the Faculty of Education in fulfilment requirement for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2009. / The study investigates the attitudes of educators towards the promotions that take place in schools. The intention of the Department of Education was to improve the quality of education through the involvement of all the stakeholders in the decision-making. There is a common dissatisfaction from the candidates especially those who have been unsuccessful after the selection process. i The main aim was to determine the attitudes of educators towards the school-based promotions. The results show that educators have a negative attitude towards the school-based promotions. They experience the manipulation of the process to favour certain individuals. Several studies indicate that the "glass ceiling" in promotions has been adopted in the past and even today another form of it, is being utilized. Politics play a major role in the promotion of educators in schools and some educators hold the position in the municipalities where they contest as politicians. The view of educators about the promotions was another aim, which the study investigated. The schools seem to adopt different strategies within one department with same policies. Monitoring is lacking from the department officials and the school governing bodies are entrusted with the selection processes, which they are unfamiliar with. The educators view the promotions as unjust and corrupt. The governing bodies are exposed-to promotions without training and others are illiterate which makes the selection process to be subjected to manipulation. Another aim was to determine the human relations after the promotions have been conducted. The sound human relations are important for the proper functioning of the school. The positions and the manner in which the school conducts promotions contribute to the deterioration of the human relations and the policies of the department discourage the approach, which depicts the policies of the school as an organisation with people who have been working. The educators feel that human relations are strained when there has been a competition and the principal is always linked with favouratism because he or she is the only representative of the department who also determines the needs of the cum'culum of a particular school.